week 5 notes

Question 1

in the multiple oppositions approach, the clinician leverages the function of phonology to signal semantic differences to avoid what?

Answer 1

selection of targets from across a rule set that are maximally distinct from error substitution

Question 2

describe the horizontal goal strategy

Answer 2

most common
-2 or more targets or objectives in one session

Question 3

describe cyclical goal strategy

Answer 3

common
-targeting an objective for a certain amount of time + then move on

Question 4

describe vertical goal strategy

Answer 4

Not as common
-one objective or target in one session

Question 5

how can you write a short term goal if you are using a multiple opposition approach?

Answer 5

to increase systemwide change to the student’s phonological system and eliminate the phoneme collapse to /d/, student will correctly produce maximally different contrasts /g/, /f/, /ch/, /st/ in the initial position of CV and or CVC words w/ 80% accuracy w/ moderate visual + verbal cues

Question 6

what is the WHO of the complexity approach?

Answer 6

children with moderate-severe phonological functioning disorders who are 3-6 years old

Question 7

what is the WHAT of the complexity approach?

Answer 7

targeting more complex or later acquired speech sounds

Question 8

what is the WHY of the complexity approach?

Answer 8

to help the non-complex sounds become easier and promotes generalization

Question 9

what is the WHO of integrated phonological awareness intervention?

Answer 9

children with SSD’s who also have low phonological awareness knowledge and or are struggling with early literacy acquisition

Question 10

what is the WHAT of integrated phonological awareness intervention?

Answer 10

-improve speech sound production and literacy skills –focusing on speech sound production
-phonological awareness
-letter knowledge

Question 11

what is the WHY of integrated phonological awareness intervention?

Answer 11

-children w/ SSD are at heightened risk of literacy impairment
-children exhibiting persistent SSD also presented w/ high rates of PA, reading, and spelling deficits

Question 12

what is the HOW of integrated phonological awareness intervention?

Answer 12

one speech error pattern would be the focus of block therapy (3-6 weeks) and the speech production target will rotate

Question 13

what is the WHO of cycles approach?

Answer 13

children with moderate to severe receptive and phonological disorders

Question 14

what is the WHAT of cycles approach?

Answer 14

cycles that last 10-15 weeks, 60 min each sound each week

Question 15

what is the WHY of cycles approach?

Answer 15

foundation of speech production:
-change over time
-interconnectionist

Question 16

what is the HOW of cycles approach?

Answer 16

-starts w/ auditory bombardment
-then structure + play practice
-PA activities
-probing the child
-60 min then move on

Question 17

what is level one of phonological awareness?

Answer 17

word awareness -> rhyme awareness -> syllable awareness (segmentation and blending)

Question 18

what is level two of phonological awareness?

Answer 18

awareness of initial consonant sound -> awareness of alliteration -> onset-rime awareness (segmentation and blending)

Question 19

what is level three of phonological awareness?

Answer 19

phonemic awareness: segmentation -> phonemic awareness: blending -> phonemic manipulation (additions, deletions, substitutions)

Question 20

what is the relationship between SSD and literacy development?

Answer 20

children who have SSD’s have poor phonological awareness which makes learning how to read and literacy skills difficult